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Westward Expansion

Explore the impact of westward expansion in history through analyzing primary sources, identifying different viewpoints, and creating skits that reflect these perspectives. Evaluate the groups that benefited and were harmed by westward expansion.

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Westward Expansion

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  1. Westward Expansion Evaluating Sources and Using Evidence Prepared by Areli Schermerhorn, Syracuse City School District

  2. Is change good? Is change bad? • Think of a time in history in which change has been good or change has been bad. • Create a drawing that represents this event. • Share your drawing and ideas with a partner.

  3. Today you will….. • Analyze the primary source document, American Progress • Identify different viewpoints related to the primary source document, American Progress • Write and perform a skit that reflects a viewpoint represented in the primary source document • Identify groups that benefitted from the westward expansion, and groups that were harmed

  4. Common Core State Standards • Identify, select, and evaluate evidence about events from diverse sources (including written documents, works of art, photographs, charts and graphs, artifacts, oral traditions, and other primary and secondary sources). • Analyze evidence in terms of historical context, content, authorship, point of view, purpose, and format; identify bias; explain the role of bias and audience in presenting arguments or evidence.

  5. I see …………… I think …… I wonder….

  6. Primary Source Analysis

  7. Circle of Viewpoints • Who is involved? • Who is affected by it? • Who might care? • What about people in different locations?

  8. Circle of Viewpoints Westward Expansion

  9. Who is involved? • Who is affected by it? • Who might care? • What about people in different locations? CIRCLE OF VIEWPOINTS:

  10. Each member of the group chooses one the viewpoints, and tries to imagine the thoughts and feelings of a character from this point of view. Group members can decide to choose the same point of view or different points of view.

  11. Student 1: I am a buffalo. • Student 2: Remember when our kind use to roam all this land freely. • Student 3: There was enough grass for all of us. We were not hungry. • Student 4: Then, the white man came and started building railroads. • Student 1:They started building towns and farms. • Student 2: They took over our grasses. • Student 3: They killed us for no reason.   • Student 4: Those damn guns! • Student 1: Why couldn’t we live in peace? Why did you come?   • Did I identify the point of view? (Who are you?) • Did I use the document to help me express an opinion about westward expansion? (evidence from the painting) • Did I pose a question related to the topic of westward expansion? • Did I write at least 8 lines?

  12. Using evidence from the skits and the primary source document answer the following questions: • Who benefited from the westward expansion? Who was harmed by the westward expansion?

  13. Did you …..? • Analyze the primary source document, American Progress • Identify different viewpoints related to the primary source document, American Progress • Write and perform a skit that reflects a viewpoint represented in the primary source document • Identify groups that benefitted from the westward expansion, and groups that were harmed

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